THROUGH GRADE 12 COMPUTER TECHNOLOGY COMPETENCY STANDARDS FOR STUDENTS

Office of Grant Programs and Technology

Division of School Improvement

Connecticut State Department of Education

2001

C

ONNECTICUT

P

REKINDERGARTEN

T

HROUGH

G

RADE

12

C

OMPUTER

T

ECHNOLOGY

C

OMPETENCY

S

TANDARDS

FOR

S

TUDENTS

Place

Artwork

Here

Adopted by the Connecticut State Board of Education

June 13, 2001

Table of Contents

Introduction

page 1

Summary of Grades PreK-12 Competency Standards

page 3

Standard 1: Basic Operations and Concepts

page 4

Standard 2: Social, Ethical and Human Issues

page 5

Standard 3: Technology Productivity Tools

page 6

Standard 4: Technology Communications Tools

page 7

Standard 5: Technology Research Tools

page 8

Standard 6: Technology Problem-Solving and Decision-Making

Tools

page 10

Summary of Grades 9-12 Competency Standards for Students

Pursuing a Career in the Information Technology Field

page 11

Standard 1: Advanced Operations and Concepts

page 12

1

Introduction

Today’s students find that their education extends beyond the traditional classroom into

the realm of cyberspace – a world where information is readily accessible and where

“cyber-ready,” “thin client,” and “information technology” are household words. All

students must be able to use information and technology effectively to live, learn and

work successfully in an increasingly complex and technology-based society.

From an educational perspective, our children need to achieve high academic standards,

improve formal and informal learning, increase personal productivity, communicate

effectively, enrich their understanding of the world at large and increase their awareness

as responsible citizens in an information-rich society. Technology, and the everyday use

of technology-enhanced tools, will assist them to do this in a way that is motivating,

creative, empowering and fun.

From an economic perspective, our children must be prepared to enter the job market

with a basic set of technology competencies for today’s jobs as well as the skills required

for emerging jobs in an information-based economic climate.

Both nationally and in Connecticut, there has been a renewed call for action to advance

the use of technology in our schools:

•

In her November 29, 1999, report to Governor Rowland, Lieutenant Governor

Jodi Rell made nineteen recommendations on computer education.

Implementation of her plan “will take an investment not just in financial terms,

but in commitment, vision and planning.” She said:

“Too many classrooms continue to be without computers. Too many

schools and classrooms have yet to be wired or connected to computer

systems. Too many teachers have not had the opportunity for specialized

and sometimes basic, computer training. Too many administrators are

frustrated by the lack of resources for technology enhancements and for

appropriate support staff. And too few students have ample and properly

tutored access to school-based computers and the Internet.”

•

The most comprehensive legislation on educational technology in the state was

enacted through P.A. 00-187. The central piece in this legislation was the

consolidation of effort across the K-16 education system involving all the critical

partners in the support of educational technology in schools through the

Commission for Educational Technology (CET). Among other initiatives, the

legislation called for the State Board of Education to adopt grade kindergarten to

grade twelve, inclusive, computer technology competency standards for students.

•

Most recently (2000), the U.S. Department of Education released its new

educational technology plan, e-learning: Putting a World-Class Education at the

Fingertips of All Children. Goal 3 of the plan relates directly to student learning,

demonstrating the interrelated nature of information and technology literacy.

“Goal 3: All students will have technology and information literacy skills.”

2

In response to these developments, the Connecticut State Department of Education

(CSDE), in cooperation with the CET, has identified prekindergarten - Grade 12

computer technology competency standards that incorporate and are consistent with

recognized national and state standards, as described in the following documents:

•

National Education Technology Standards (NETS) for Students published in 2000

by the International Society for Technology in Education (ISTE), funded by the

U.S. Department of Education, the National Aeronautics and Space

Administration (NASA), the Milken Exchange on Education Technology and

Apple Computer, Inc;

•

Connecticut Learning Resources and Information Technology (LRIT) Curriculum

Framework (1998); and

•

Building a Foundation for Tomorrow: Skill Standards for Information

Technology developed by the Northwest Center For Emerging Technologies

(NCET).

The six overarching competency standards are adopted from the NETS standards. Within

each competency standard is a combination of NETS prekindergarten – Grade 12

performance indicators and the K-12 performance standards related to technology from

the LRIT curriculum framework. In addition, there is one competency standard for

students wishing to pursue a career in the information technology field, based on the

NCET document.

These student computer technology competencies can also serve as a checkpoint for

districts to assess whether their students have a full range of opportunities to learn about

and use computers in their prekindergarten – Grade 12 educational experience. It is

anticipated that these computer skills and competencies will be incorporated into and

further articulated in future CSDE publications and programs, particularly those related to

the development and implementation of high quality instructional programs in the content

areas. Initiatives designed to identify best practices and model tasks using technology are

in process and will provide local educators with specific examples of ways to integrate

these competencies to improve and enhance student learning.

As students gain proficiency in the computer technology skills and competencies, they

are acquiring tools that will increase their potential for academic success and prepare

them to work and learn in a world that relies more and more on technology. We thank all

those who contributed to this most important endeavor.

Reprinted with permission from National Educational Technology Standards for Students—Connecting Curriculum and Technology, published by the International Society for Technology in Education (ISTE) NETS Project

• Derived from the 1998 Learning Resources and Information Technology Curriculum Framework 3

PREKINDERGARTEN THROUGH GRADE 12

COMPUTER TECHNOLOGY COMPETENCY STANDARDS FOR STUDENTS

1. Basic Operations And Concepts

Students demonstrate a sound understanding of the nature and operation of technology systems

Students are proficient in the use of technology

2. Social, Ethical and Human Issues

Students understand the ethical, cultural and societal issues related to technology Students practice responsible use of technology systems, information and software Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits and productivity

3. Technology Productivity Tools

Students use technology tools to enhance learning, increase productivity and promote creativity

Students use productivity tools to collaborate in constructing technology-enhanced models, preparing publications and producing other creative works

4. Technology Communications Tools

Students use telecommunications to collaborate, publish and interact with peers, experts and other audiences

Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences

5. Technology Research Tools

Students use technology to locate, evaluate and collect information from a variety of sources

Students use technology tools to process data and report results

Students evaluate and select new information resources and technological innovations based on the appropriateness to specific tasks

6. Technology Problem-Solving and Decision-Making Tools

Students use technology resources for solving problems and making informed decisions Students employ technology in the development of strategies for solving problems in the real world

Reprinted with permission from National Educational Technology Standards for Students—Connecting Curriculum and Technology, published by the International Society for Technology in Education (ISTE) NETS Project.

Reprinted with permission from National Educational Technology Standards for Students—Connecting Curriculum and Technology, published by the International Society for Technology in Education (ISTE) NETS Project

• Derived from the 1998 Learning Resources and Information Technology Curriculum Framework 4

PREKINDERGARTEN THROUGH GRADE 12

COMPUTER TECHNOLOGY COMPETENCY STANDARDS FOR STUDENTS

COMPETENCY STANDARD 1: BASIC OPERATIONS AND CONCEPTS

Students demonstrate a sound understanding of the nature and operation of technology systems. Students are proficient in the use of technology.

Prekindergarten Through Grade 12 Performance Standards Educational experiences in Grades Pre-K-4

will assure that students: Educational experiences in Grades 5-8 will assure that students: Educational experiences in Grades 9-12 will assure that students:

Use input devices (e.g., mouse, keyboard, remote control) and output devices (e.g., monitor, printer) to successfully operate computers, VCRs, audio tapes, and other technologies

Use a variety of media and technology resources for directed and independent learning activities

Communicate about technology using developmentally appropriate and accurate terminology

Use developmentally appropriate multimedia resources (e.g., interactive books, educational software, elementary multimedia encyclopedias) to support learning

Discuss common uses of technology in daily life and the advantages and disadvantages those uses provide

Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use Demonstrate an understanding of concepts underlying hardware, software and connectivity, and of practical applications to learning and problem solving

• Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively

• Independently operate school computers and demonstrate ability to use the system’s software and special features

• Demonstrate the ability to independently use personal productivity software to create products in a wide range of formats (newsletters, budgets, brochures, imported graphics, web pages, etc.)

• Describe general criteria used to evaluate and compare different types of

computers, peripherals and other technology tools

• Demonstrate the ability to use basic features (entering information/data, editing, calculating, manipulating information, saving files) of personal productivity software (word processing, desktop publishing, spreadsheets, databases, etc.)

• With assistance, develop strategies for solving common hardware and software problems

Make informed choices among technology systems, resources and services

• Produce a variety of products using the advanced features of personal productivity software

Reprinted with permission from National Educational Technology Standards for Students—Connecting Curriculum and Technology, published by the International Society for Technology in Education (ISTE) NETS Project

• Derived from the 1998 Learning Resources and Information Technology Curriculum Framework 5

PREKINDERGARTEN THROUGH GRADE 12

COMPUTER TECHNOLOGY COMPETENCY STANDARDS FOR STUDENTS

COMPETENCY STANDARD 2: SOCIAL, ETHICAL AND HUMAN ISSUES

Students understand the ethical, cultural and societal issues related to technology. Students practice responsible use of technology systems, information and software.

Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits and productivity.

Prekindergarten Through Grade 12 Performance Standards Educational experiences in Grades Pre-K-4

will assure that students:

Educational experiences in Grades 5-8 will assure that students:

Educational experiences in Grades 9-12 will assure that students:

Practice responsible use of technology systems and software

Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom Demonstrate positive social and ethical behaviors when using technology Demonstrate an understanding of the appropriate and inappropriate use of technology

Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society

Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse Research and evaluate the accuracy, relevance, appropriateness,

comprehensiveness, and bias of electronic information sources concerning real-world problems

Discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use

• Apply established citation standards for giving credit for information or ideas used from electronic resources

• Demonstrate an understanding of the concept of ownership of ideas and information by respecting and observing laws and/ or guidelines for using information, hardware and networks

Identify capabilities and limitations of contemporary and emerging technology resources and assess the potential of these systems and services to address personal, lifelong learning, and workplace needs Make informed choices among technology systems, resources, and services

Analyze advantages and disadvantages of widespread use and reliance on technology in the workplace and in society as a whole Demonstrate and advocate for legal and ethical behaviors among peers, family, and community regarding the use of technology and information

• Observe all ethical and legal restraints in copying or using material from any print, nonprint or electronic resources

• Demonstrate an understanding of the process for copyrighting / protecting their original work

• Observe local, state and national laws and policies and procedures regarding the use of computers, other technologies and networks

Reprinted with permission from National Educational Technology Standards for Students—Connecting Curriculum and Technology, published by the International Society for Technology in Education (ISTE) NETS Project

• Derived from the 1998 Learning Resources and Information Technology Curriculum Framework

6

PREKINDERGARTEN THROUGH GRADE 12

COMPUTER TECHNOLOGY COMPETENCY

STANDARDS FOR STUDENTS

COMPETENCY STANDARD 3: TECHNOLOGY PRODUCTIVITY TOOLS

Students use productivity tools to collaborate in constructing technology-enhanced models, preparing publications and producing other creative works

Prekindergarten Through Grade 12 Performance Standards Educational experiences in Grades Pre-K-4

will assure that students:

Educational experiences in Grades 5-8 will assure that students:

Educational experiences in Grades 9-12 will assure that students:

Use a variety of media and technology resources for directed and independent learning activities

Create developmentally appropriate multimedia products with support from teachers, family members, or student partners

Use technology resources (e.g., puzzles, logical thinking programs, writing tools, digital cameras, drawing tools) for problem solving, communication, and illustration of thoughts, ideas, and stories

• Use appropriate software (writing tools, hypermedia, drawing tools, etc.) to organize and present ideas

Use content-specific tools, software and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research

Apply productivity / multimedia tools and peripherals to support personal

productivity, group collaboration and learning throughout the curriculum Use general purpose productivity tools and peripherals to support personal

productivity, remediate skill deficits, and facilitate learning throughout the curriculum

Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom

• Use appropriate software (spreadsheet, database, hypermedia, etc.) to construct, organize, calculate, analyze and interpret ideas and data, and topresent conclusions • Create databases, spreadsheets and a variety

of graphic presentations to communicate numeric and visual information using applications with varied and more sophisticated features

Use technology tools and resources for managing and communicating personal / professional information

Investigate and apply expert systems, intelligent agents, and simulations in real-world situations

• Create written, oral, numeric and visual communications using appropriate applications (spreadsheet, database, hypermedia, etc.) to construct, organize, analyze and interpret ideas and data, and present conclusion

Reprinted with permission from National Educational Technology Standards for Students—Connecting Curriculum and Technology, published by the International Society for Technology in Education (ISTE) NETS Project

• Derived from the 1998 Learning Resources and Information Technology Curriculum Framework 7

PREKINDERGARTEN THROUGH GRADE 12

COMPUTER TECHNOLOGY COMPETENCY STANDARDS FOR STUDENTS

COMPETENCY STANDARD 4: TECHNOLOGY COMMUNICATIONS TOOLS

Students use telecommunications to collaborate, publish and interact with peers, experts and other audiences. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

Prekindergarten Through Grade 12 Performance Standards Educational experiences in Grades Pre-K-4

will assure that students: Educational experiences in Grades 5-8 will assure that students: Educational experiences in Grades 9-12 will assure that students:

Use technology resources (e.g., puzzles, logical thinking programs, writing tools, digital cameras, drawing tools) for problem solving, communication, and illustration of thoughts, ideas and stories

Gather information and communicate with others using telecommunications, with support from teachers, family members or student partners

Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that

demonstrate and communicate curriculum concepts to audiences inside and outside the classroom

Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom

Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication and publishing activities to create knowledge products for audiences inside and outside the classroom

Use telecommunications efficiently and effectively to access remote information, communicate with others in support of direct and independent learning, and pursue personal interests

Use telecommunications and online resources (e.g., e-mail, online discussions, Web environments) to participate in collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom

Use technology tools and resources for managing and communicating personal/professional information Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity Select and apply technology tools for research, information analysis, problem-solving and decision-making in content learning

Collaborate with peers, experts and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce and disseminate information, models and other creative works

Reprinted with permission from National Educational Technology Standards for Students—Connecting Curriculum and Technology, published by the International Society for Technology in Education (ISTE) NETS Project

• Derived from the 1998 Learning Resources and Information Technology Curriculum Framework 8

PREKINDERGATEN THROUGH GRADE 12

COMPUTER TECHNOLOGY COMPETENCY STANDARDS FOR STUDENTS

CONTENT STANDARD 5: TECHNOLOGY RESEARCH TOOLS

Students use technology to locate, evaluate and collect information from a variety of sources. Students use technology tools to process data and report results.

Students evaluate and select new information resources and technological innovations based on the appropriateness to specific tasks.

Prekindergarten Through Grade 12 Performance Standards Educational experiences in Grades Pre-K-4

will assure that students: Educational experiences in Grades 5-8 will assure that students: Educational experiences in Grades 9-12 will assure that students:

Use technology resources (e.g., puzzles, logical thinking programs, writing tools, digital cameras, drawing tools) for problem solving, communication, and illustration of thoughts, ideas and stories

• Use Internet resources and other electronic information resources with assistance

• Describe ways technology can be used to organize and reorganize information

• Perform simple key word searches

• Use simple menus to locate information from electronic media

• Select and use appropriate tools and technology resources, with assistance, to accomplish a variety of tasks and solve problems

Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research

Design, develop, publish and present products (e.g., Web pages, videotapes) using technology resources that

demonstrate and communicate curriculum concepts to audiences inside and outside the classroom

Collaborate with others using

telecommunications and collaborative tools to investigate curriculum-related problems, issues and information and to develop solutions or products for audiences inside and outside the classroom

Use telecommunications and online resources (e.g., e-mail, online discussions, Web environments) to participate in collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom

Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem-solving, self-directed learning and extended learning activities Determine when technology is useful and select the appropriate tool(s) and

technology resources to address a variety of tasks and problems

Evaluate technology-based options, including distance and distributed education, for lifelong learning Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications and productivity Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning

Investigate and apply expert systems, intelligent agents and simulations in real-world situations

Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce and disseminate information, models and other creative works

• Determine the best tool for locating information and use key word descriptors and Boolean logic (when appropriate) to perform advanced on-line and CD-ROM searches (e.g., field searches)

• Demonstrate the ability to solve problems by collecting, analyzing and interpreting data through the use of data management software (database, spreadsheets, etc.)

Reprinted with permission from National Educational Technology Standards for Students—Connecting Curriculum and Technology, published by the International Society for Technology in Education (ISTE) NETS Project

• Derived from the 1998 Learning Resources and Information Technology Curriculum Framework 9

Prekindergarten Through Grade 12 Performance Standards Educational experiences in Grades Pre-K-4

will assure that students: Educational experiences in Grades 5-8 will assure that students: Educational experiences in Grades 9-12 will assure that students:

• Determine key words and use Boolean logic (when appropriate) to search electronic and Internet-based databases

• Independently select and use an appropriate search engine or directory related to a specific task

• Demonstrate the ability to navigate through a variety of software menus to access information

• Use technology tools to generate findings and organize results for presentation

• Search, find, sort and evaluate database information from computers, CD-ROM and on-line resources and know how to apply established specific features of different search engines

• Demonstrate the ability to identify and use a variety of features to locate information using an Internet search engine or directory

• Develop and apply criteria for evaluating Internet resources

• Use a variety of technology tools to organize and manipulate data to solve problems

Reprinted with permission from National Educational Technology Standards for Students—Connecting Curriculum and Technology, published by the International Society for Technology in Education (ISTE) NETS Project

• Derived from the 1998 Learning Resources and Information Technology Curriculum Framework 10

PREKINDERGATEN THROUGH GRADE 12

COMPUTER TECHNOLOGY COMPETENCY STANDARDS FOR STUDENTS

COMPETENCY STANDARD 6: TECHNOLOGY PROBLEM-SOLVING AND DECISION-MAKING TOOLS

Students use technology resources for solving problems and making informed decisions.

Students employ technology in the development of strategies for solving problems in the real world.

Prekindergarten Through Grade 12 Performance Standards Educational experiences in Grades Pre-K-4

will assure that students:

Educational experiences in Grades 5-8 will assure that students:

Educational experiences in Grades 9-12 will assure that students:

Use technology resources (e.g., puzzles, logical thinking programs, writing tools, digital cameras, drawing tools) for problem solving, communication, and illustration of thoughts, ideas and stories

• Select appropriate resources from a variety of media formats, understanding that information is stored and accessed in different ways

Apply productivity/multimedia tools and peripherals to support personal

productivity, group collaboration and learning throughout the curriculum Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem-solving, self-directed learning and extended learning activities Design, develop, publish and present products (e.g., Web pages, videotapes) using technology resources that

demonstrate and communicate curriculum concepts to audiences inside and outside the classroom

Demonstrate an understanding of concepts underlying hardware, software and connectivity, and of practical applications to learning and problem solving

Determine when technology is useful and select the appropriate tool(s) and

technology resources to address a variety of tasks and problems

Evaluate the accuracy, relevance, appropriateness, comprehensiveness and bias of electronic information sources

Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications and productivity Investigate and apply expert systems, intelligent agents and simulations in real-world situations

Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce and disseminate information, models and other creative works

• Independently use technology to search for and identify potential work, career or study opportunities

Reprinted with permission from National Educational Technology Standards for Students—Connecting Curriculum and Technology, published by the International Society for Technology in Education (ISTE) NETS Project

• Derived from the 1998 Learning Resources and Information Technology Curriculum Framework 11

GRADES 9 – 12 COMPUTER TECHNOLOGY

COMPETENCY STANDARDS FOR STUDENTS

PURSUING A CAREER IN THE INFORMATION TECHNOLOGY FIELD

1. Advanced Operations and Concepts

Students are proficient in the use of advanced technology as it applies to the Information Technology field

Reprinted with permission from National Educational Technology Standards for Students—Connecting Curriculum and Technology, published by the International Society for Technology in Education (ISTE) NETS Project

• Derived from the 1998 Learning Resources and Information Technology Curriculum Framework 12

GRADES 9-12 COMPUTER TECHNOLOGY COMPETENCY STANDARDS FOR STUDENTS

PURSUING A CAREER IN THE INFORMATION TECHNOLOGY FIELD

COMPETENCY STANDARD 1: ADVANCED OPERATIONS AND CONCEPTS*

Students are proficient in the use of advanced technology as it applies to the Information Technology field.

Performance Standards

Educational experiences in Grades 9-12 will assure that students:

Related Skill Cluster Title Database Development & Administration

• Analyze and design database

• Develop and implement database

• Perform administration and maintenance

• Perform security administration

• Provide client services

Data Analyst Database Administrator Database Analyst Database Developer Data Architect Data Modeler Knowledge Architect Digital Media

• Perform analysis

• Produce visual and functional design

• Perform media production and acquisition

• Implement and test design

Animator 2D/3D Artist

Virtual Reality Specialist Multimedia Author

Media Specialist

Media/Instructional Designer Producer

Enterprise Systems Analysis and Integration

• Define customer requirements

• Determine systems solutions

• Provide strategic direction for systems configuration and inter-operability

• Provide high-level technology management implement systems

Systems Analyst Systems Integrator

Electronic Commerce Specialist Electronic Transaction Specialist Data Systems Manager

Data System Designer Infrastructure Analyst Business Continuity Analyst Chief Information Officer

Network Design and Administration

• Perform analysis and design

• Perform configuration and implementation

• Perform testing

• Perform monitoring and management

• Perform administration and maintenance

Network Technician Network Engineer

Network Operations Analyst

Data Communications Analyst Network Architect

Programming/Software Engineer

• Perform analysis

• Develop structure

• Design/develop program

• Implement program

• Test program

• Validate program

Software Engineer Software Tester

Software Applications Specialist

Software Development Engineer Program/Analyst

Technical Support

• Perform troubleshooting

• Provide facilitation and customer service

• Perform hardware and software installation, configuration and upgrades

• Perform system operations, monitoring and maintenance

Technical Support Representative Customer Service Representative Help Desk Technician

PC Support Specialist Sales Support Technician Maintenance Technical

Technical Writing

• Analyze project requirements

• Perform Research

• Design document

• Develop and write document

• Publish and package

Technical Writer Document Specialist

Technical Publications Manager

Electronic Publications Specialist

Web Development and Administration

• Perform content and technical analysis

• Develop web applications/sites

• Implement application/site design

• Maintain applications

• Manage web environment

• Manage enterprise-wide web activities

Web Page Developer Web Site Developer Webmaster

Web Administrator Web Architect